Children, Health and the Social OrderThis text considers children's views on health care and their experiences of the home and school as sites for health maintenance, restoration and promotion. It draws on a number of studies carried out by the author. |
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Page 78
... teachers I interviewed , the job of the teacher is defined and limited ; teaching comes before care . For them , there was a split between the two functions , which for the mother at home are inseparable , the one requiring the other ...
... teachers I interviewed , the job of the teacher is defined and limited ; teaching comes before care . For them , there was a split between the two functions , which for the mother at home are inseparable , the one requiring the other ...
Page 108
... teaching and non - teaching staff requires children to learn that teachers will not give unqualified recognition to their need for physical and emotional care . The research evidence suggests that when children are asked what qualities ...
... teaching and non - teaching staff requires children to learn that teachers will not give unqualified recognition to their need for physical and emotional care . The research evidence suggests that when children are asked what qualities ...
Page 135
... teaching staff had any health - care training , and a further 37 per cent had done only a short first - aid course ( fewer than six sessions or three days ) . Slightly more of the non - teaching staff had some training – mostly short ...
... teaching staff had any health - care training , and a further 37 per cent had done only a short first - aid course ( fewer than six sessions or three days ) . Slightly more of the non - teaching staff had some training – mostly short ...
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9-year-olds activities adult interests adult social adulthood adultist agendas argued behaviour bodily British Paediatric Association cent Chapter child abuse child health childcare children and childhood children's daily lives children's experiences children's knowledge children's lives children's rights children's rights movement classroom cognitive concept concern consider contributions curriculum daycare developmental developmental psychology discussed division of labour education service emotional exercise experiential explored Falmer feminist gender health service health visitors home and school important individual interaction issues learning London Mayall moral mothers negotiate numbers nurseries parents participation physical play playground playtime pre-school primary school professionals psychology Qvortrup reception class regarded relationships responsibility rethinking Sandra school health service self-care social constructionism social contexts social environments social group social order social worlds sociology of childhood specific status structured suggest symbolic interactionism talked teachers teaching themes theoretical things topics understanding welfare women